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Impact of Multimedia Learning Tools in Agricultural Science Classes

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Title: Impact of Multimedia Learning Tools in Agricultural Science Classes
Language: English
Authors: Ulery, April (ORCID 0000-0002-4016-3459), Smith Muise, Amy, Carroll, Kenneth C., Chamberlin, Barbara, White, Laura, Martinez, Pamela, Spears, LaJoy, Gleason, Jeanne
Source: Natural Sciences Education. 2020 49(1).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 9
Publication Date: 2020
Sponsoring Agency: US Department of Agriculture
US Department of Energy
Contract Number: 20103842221211
20143842222089
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Multimedia Instruction, Multimedia Materials, Agricultural Education, Educational Technology, Undergraduate Students, Soil Science, Environmental Education, Video Technology, Instructional Effectiveness
DOI: 10.1002/nse2.20011
ISSN: 2168-8281
Abstract: Agricultural and environmental scientists collaborated with educational technology researchers to create multimedia learning tools to fill gaps in student understanding of key concepts that undergraduates often struggle with, including sorption, cation exchange capacity, inner and outer sphere bonding, and soil system complexity. These resources are freely available online at ScienceOfAgriculture.org. The modules were evaluated in several soil, environmental science, and agriculture classes using pre- and post-tests via survey tool Qualtrics. After watching the videos, nearly all students (95%) stated the videos would be "extremely valuable" or "valuable" to their studies, and 90% said, "other students in an introductory class on agricultural topics" would benefit from the tools. Key chemistry concepts also gained traction, especially concepts related to soils and charged particles. Before watching "Cation Exchange," 49% of the students identified divalent cations (vs. monovalent) as the ions that would be held tightest in soils typical of temperate regions. After watching, 83% answered correctly. Before watching Cation Exchange, only 56% of students correctly identified clay and organic matter in soil as usually being negatively charged, but after watching, 97% of students correctly identified the particle charge. The study was hampered by the fact that as many as 53% of the survey attempts were not successful, either because the student did not complete both pre- and post-tests or they did not sign the permission page.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1280248
Database: ERIC
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  Data: Impact of Multimedia Learning Tools in Agricultural Science Classes
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  Data: <searchLink fieldCode="AR" term="%22Ulery%2C+April%22">Ulery, April</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4016-3459">0000-0002-4016-3459</externalLink>)<br /><searchLink fieldCode="AR" term="%22Smith+Muise%2C+Amy%22">Smith Muise, Amy</searchLink><br /><searchLink fieldCode="AR" term="%22Carroll%2C+Kenneth+C%2E%22">Carroll, Kenneth C.</searchLink><br /><searchLink fieldCode="AR" term="%22Chamberlin%2C+Barbara%22">Chamberlin, Barbara</searchLink><br /><searchLink fieldCode="AR" term="%22White%2C+Laura%22">White, Laura</searchLink><br /><searchLink fieldCode="AR" term="%22Martinez%2C+Pamela%22">Martinez, Pamela</searchLink><br /><searchLink fieldCode="AR" term="%22Spears%2C+LaJoy%22">Spears, LaJoy</searchLink><br /><searchLink fieldCode="AR" term="%22Gleason%2C+Jeanne%22">Gleason, Jeanne</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Natural+Sciences+Education%22"><i>Natural Sciences Education</i></searchLink>. 2020 49(1).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 9
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  Data: <searchLink fieldCode="DE" term="%22Multimedia+Instruction%22">Multimedia Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Multimedia+Materials%22">Multimedia Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Agricultural+Education%22">Agricultural Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Soil+Science%22">Soil Science</searchLink><br /><searchLink fieldCode="DE" term="%22Environmental+Education%22">Environmental Education</searchLink><br /><searchLink fieldCode="DE" term="%22Video+Technology%22">Video Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink>
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  Data: 10.1002/nse2.20011
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  Label: Abstract
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  Data: Agricultural and environmental scientists collaborated with educational technology researchers to create multimedia learning tools to fill gaps in student understanding of key concepts that undergraduates often struggle with, including sorption, cation exchange capacity, inner and outer sphere bonding, and soil system complexity. These resources are freely available online at ScienceOfAgriculture.org. The modules were evaluated in several soil, environmental science, and agriculture classes using pre- and post-tests via survey tool Qualtrics. After watching the videos, nearly all students (95%) stated the videos would be "extremely valuable" or "valuable" to their studies, and 90% said, "other students in an introductory class on agricultural topics" would benefit from the tools. Key chemistry concepts also gained traction, especially concepts related to soils and charged particles. Before watching "Cation Exchange," 49% of the students identified divalent cations (vs. monovalent) as the ions that would be held tightest in soils typical of temperate regions. After watching, 83% answered correctly. Before watching Cation Exchange, only 56% of students correctly identified clay and organic matter in soil as usually being negatively charged, but after watching, 97% of students correctly identified the particle charge. The study was hampered by the fact that as many as 53% of the survey attempts were not successful, either because the student did not complete both pre- and post-tests or they did not sign the permission page.
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  Data: 2021
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  Data: EJ1280248
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        Value: 10.1002/nse2.20011
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 9
    Subjects:
      – SubjectFull: Multimedia Instruction
        Type: general
      – SubjectFull: Multimedia Materials
        Type: general
      – SubjectFull: Agricultural Education
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      – SubjectFull: Educational Technology
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: Soil Science
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      – SubjectFull: Video Technology
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      – TitleFull: Impact of Multimedia Learning Tools in Agricultural Science Classes
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